How reading between the ages of 11 and 16 can help teens get better jobs | Series 1, Episode 31

Episode 31 transcript

How reading between the ages of 11 and 16 can help teens get better jobs

Back in the 1980s, thousands of UK teenagers filled out surveys about their everyday lives – what they liked doing, how often they read books, and a few things about their families. Years later, sociologist Mark Taylor followed up on those same teenagers to see where they’d ended up. One group stood out: the ones who read books for pleasure at age 16.

Even if it was just once a month, they were much more likely to be in professional or managerial jobs by their early thirties.

Among boys, regular readers saw their chances rise from 48% to 58%. For girls, it went from 26% to 39%. And this wasn’t just down to background or education. Taylor’s research adjusted for school type, parents’ jobs, and academic ability, and the link between reading and better job prospects still held. Reading, it seems, makes a difference that goes beyond school and home life.

Other hobbies didn’t show the same impact. Playing sport, taking music lessons, or joining youth clubs may offer other benefits, but none were linked to better jobs as adults. Only reading seemed to have effects that lasted into later life, even after university.
So what is it about reading between the ages of 11 and 16 that matters so much?

For one, reading helps teenagers build language and communication skills. It gives them new vocabulary, sharper grammar, and a better sense of how to express ideas clearly. These are skills that show up in school, of course – but they’re also the ones that employers notice. Good writing, clear speaking, and confident reading are all quietly built through years of reading for pleasure.

There’s also the way reading shapes how young people think. Following a story means keeping track of characters, understanding motivation, noticing small details, and drawing connections. Over time, these mental habits help build memory, reasoning, and analysis – traits that show up in decision-making, planning, and leadership roles.

Reading also allows young people to step outside themselves. It gives them a way to experience other lives and perspectives. Researchers call this “narrative empathy” – but in simple terms, it’s about understanding people better. That’s useful in any job where you have to work with others, whether you’re managing staff, talking to customers, or handling difficult conversations.

This isn’t just theory. The National Literacy Trust and BookTrust have compiled years of evidence showing that reading for pleasure supports young people’s development in areas that directly influence long-term outcomes – from academic success to emotional wellbeing.

Teenagers who read regularly perform better in vocabulary, writing, and even maths. One report found that reading for pleasure has a bigger impact on attainment at age 16 than a parent’s education level. In other words, it can help close the gap between pupils from different backgrounds, especially when it starts early and continues into the teen years.

That effect continues beyond school. Teenagers who enjoy reading are more likely to go to university, and more likely to succeed once they’re there. And because they’ve developed the habit, they often carry it into adulthood – learning new things, staying mentally active, and adapting more easily to new roles or industries.

Reading also supports mental well-being. For many teens, books offer a break from stress, from screens, from pressure. Research links regular reading with lower levels of anxiety and stronger emotional regulation. Just 10 to 15 minutes a day can bring benefits. Shared reading with parents – even during the teen years – is also connected to better relationships and a stronger sense of safety and trust.

Despite all this, reading for pleasure is in decline. A recent National Literacy Trust survey showed that only about a third of teenagers enjoy reading, down from over half in primary school. Boys, in particular, are less likely to read for fun or see reading as something “for them.”

Access plays a big role. Some teens don’t have books at home. Others don’t see adults around them reading. Many simply can’t find anything that grabs their interest. And in some cases, reading is still treated as schoolwork, not something you’d do just because you want to.

That’s where families and schools come in. Teenagers need time, space, and permission to read what they like, not what they’re told they should. Schools can build this in through daily silent reading time, book clubs, author visits, and well-stocked libraries. At home, even small gestures help: chatting about books, recommending something, or simply letting teenagers see that reading isn’t just for lessons.

It’s also important to widen the definition of what “counts” as reading. Some teenagers will love novels. Others might prefer graphic novels, sports biographies, sci-fi, manga, or non-fiction about real-world issues. That’s fine. The aim isn’t to get them reading the “right” books – it’s to get them reading at all.

Because once that habit takes hold, it builds. Teenagers who read voluntarily are far more likely to keep reading in their twenties and thirties. And, as Mark Taylor’s research shows, that can lead to better education, stronger job prospects, and greater confidence in the adult world.

So when a teenager picks up a book – even just occasionally – it’s not just downtime. It’s an investment in their future. And the evidence suggests it’s one of the best they can make.

• ScienceDaily summary of Mark Taylor’s findings
• University of Oxford thesis repository (Taylor’s full research)
• BookTrust report on reading and social mobility 2014
• National Literacy Trust survey 2024
• Mak & Fancourt (2020) on reading and mental health
• Sullivan & Brown (2015) on cognitive outcomes and reading
• Clark & Teravainen-Goff (2018) on reading and wellbeing